The effects of using ticks and crosses on academic self-concept.

Paul, R. and De Fockert, J. W.. 2012. The effects of using ticks and crosses on academic self-concept. Educational Psychology, 32(4), pp. 467-474. ISSN 0144-3410 [Article]

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Abstract or Description

Behaviour, including academic performance, can be influenced by implicit primes; and both objective performance and subjective ratings are susceptible to priming effects. Here, we report a new priming effect on academic self-ratings. Participants twice completed a measure of academic self-concept. In the first session, they all used circles to answer questions regarding their own perceived academic ability. In the second session, half of the participants answered with ticks (often used to indicate a correct answer in academic feedback) and the other half with crosses (often used to indicate an incorrect answer in academic feedback). Participants who used crosses had significantly lower academic self-ratings compared to the first session. No such reduction in academic self-rating was observed in participants who used ticks. Moreover, response mode only affected the academic self-concept, and self-ratings regarding physical self-concept were unaffected by response mode. None of the participants reported awareness of the response mode manipulation.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/01443410.2012.671292

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
2012Published

Item ID:

7191

Date Deposited:

30 Aug 2012 14:24

Last Modified:

30 Jun 2017 14:58

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/7191

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